Decoding Education Innovativeness: Visionary Leadership through the Lens of Creative Self-Efficacy and Psychological Empowerment

Abstract

The purpose of this study is to investigate how visionary leadership impacts employees' work innovation performance among university teachers in Lahore, Pakistan, in support of the social cognitive theory. In addition, it will examine whether psychological empowerment serves as a mediator of the relationship between visionary leadership and employees' innovative work performance. Furthermore, creative self-efficacy serves as a moderator between psychological empowerment and innovative work performance. The methodology adopted for this research was a quantitative, cross-sectional survey design, using standardized, closed-ended questionnaires administered to university teaching staff in Pakistan. The study used SPSS Software for analysis, and responses from 372 participants were included in the final analysis. The results show that visionary leadership has a direct and positive relationship with innovative work performance. However, the results suggest that psychological empowerment partially mediates the relationship between visionary leadership and innovative work performance. Furthermore, creative self-efficacy positively moderates psychological empowerment and innovative work performance. In addition, this research is helpful to policymakers, owners, managers, and the education sector.